The Question of Representation at the 1787 Convention
O’Brien U.S. I
When the delegates to the Philadelphia Convention convened in May of 1787 to recommend amendments to the
Articles of Confederation, one of the first issues they addressed was the plan for representation in Congress. This
question was especially contentious, and kept the delegates embroiled in debate and disagreement for over six weeks.
One group of delegates believed that they were not authorized to change the "federal" representational scheme under
the Articles of Confederation, according to which the states were equally represented in a unicameral Congress by
delegates appointed by the state legislatures. Another group of delegates believed that the current scheme of
representation under the Articles of Confederation was flawed and had to be replaced with a better one—a
"national" one. The question was finally resolved by the Connecticut Compromise [aka Great
Compromise], which resulted in a system of representation that would be "partly national, partly federal," involving
a combination of the two kinds of representation.
This lesson will focus on the various plans for representation debated during the Constitutional Convention of 1787. By
examining the views of delegates as recorded in James Madison's Notes of Debates in the Federal
Convention of 1787, you will understand the arguments of those who supported either the Virginia Plan or New
Jersey Plan. You will also see why the Connecticut Compromise was crucial for the Convention to fulfill its task of
remedying the political flaws of the Articles of Confederation.
Guiding Question

Why was the question of representation such an important issue to the delegates at the Constitutional Convention
of 1787, and what led them to eventually compromise on the question?
Activity 1 - Homework. Plans for Representation and the Question of Authorization
2 Part Homework: For the first part, you all will read Reading Set A (located in the Document Packet. Then will write one
short-paragraph answers to the assigned questions (listed below). We will discuss during the beginning of class.
Reading Set A. Plans of Representation (to be assigned to all three groups for in-class discussion)
Documents:

Articles of Confederation (ratified 1781)

The Virginia Plan (introduced by Edmund Randolph, 29 May 1787)

The New Jersey Plan (introduced by William Paterson, 15 June 1787)

The Hamilton Plan (introduced by Alexander Hamilton, 18 June 1787)

U.S. Constitution (as recommended by the Convention, 17 September 1787)
For the second part of the homework assignment you will be assigned to read either Reading Sets B, C, or D
(located on the document packet) and answer the corresponding questions (located below). The reading
assignments are as follows.
Team 1 – Reading Set B
Team 2 - Reading Set C
Team 3 – Reading Set D
After we discuss the questions from Reading Set A in class the next day, you will have a brief amount of
time to discuss your responses from Documents B, C, and D with your teammates, followed by a splitting of
your groups so you can each teach your document to other classmates.
Directions: Read the documents that accompany Activity 1 Reading Set A and answer the following questions.
Question
1. Explain how the states were represented under the Articles of Confederation.
2. How are the Articles of Confederation and the Virginia plan different? The NJ plan?
3. How are the Virginia Plan and Hamilton Plan different?
4. How is the U.S. Constitution (as recommended by the Convention) different from both the Articles of Confederation
and the Virginia Plan? (make a simple chart)
The Question of Representation at the 1787 Convention
O’Brien U.S. I
Directions: Read the document that accompanies Activity 1 Reading Set B and answer the following questions.
Question
1. In this debate, which of the delegates are skeptical of the Virginia Plan, and which seem to support it?
Skeptical
Support
3. Why do George Mason and James Madison believe that a national rather than federal government is necessary?
4. Why are General Pinckney, Roger Sherman and George Read (Reed) inclined to oppose the scheme of representation
in the Virginia Plan?
Directions: Read the document that accompanies Activity 1 Reading Set C and answer the following questions.
Question
1. In this passage, William Paterson (Patterson) of New Jersey argues against the Virginia Plan. What is it that he
particularly does not like about the Virginia Plan?
2. Why does Paterson believe that the Convention should not adopt proportional representation?
3. Why do you think Paterson said the following? “We must follow the people; the people will not follow us.”
4. What does Paterson say will happen if the Virginia Plan is approved? (i.e. What will he do?)
The Question of Representation at the 1787 Convention
O’Brien U.S. I
Directions: Read the document that accompanies Activity 1 Reading Set D and answer the following questions.
Question
1. In this debate, which of the delegates are opposed to the New Jersey Plan, and which support it?
Opposed
Support
2. Why does John Lansing prefer the New Jersey Plan over the Virginia Plan?
3. How does James Wilson respond to Paterson’s claim that the people will never approve the Virginia Plan?
5. Why does Edmund Randolph argue that the New Jersey Plan will not be enough to remedy the problems under the
Articles of Confederation?
Activity 2 (Possible Homework) - Bicameralism, modes of election and the "rule of suffrage" in Congress
The purpose of the activity is to provide you with an understanding of the three main aspects of
representation that divided the delegates to the Convention: unicameralism versus bicameralism, mode of
election, and the "rule of suffrage" in Congress.
more prominent delegates at the Convention.
You will also become familiar with the views of some of the
You will also understand why the question of proportional
versus equal representation led to a disagreement between delegates from larger and smaller states.
Your group will be assigned to read either Reading Sets A, B or C (located on the document packet) and
answer the corresponding questions (located below). The reading assignments are as follows.
Team 1 – Reading Set A
Team 2 - Reading Set B
Team 3 – Reading Set C
You will have a brief amount of time during the beginning of next class to discuss your responses from
Reading Sets A, B, and C with your teammates, followed by a splitting of your groups so you can each teach
your document to other classmates.
Directions: Read the documents that accompany Activity 2 Reading Set A and write a summary of the
reasons each of the following delegates to at the Constitutional Convention of 1787 was either for or against a
bicameral Congress [remember to label each with his belief]:
Delegate
William Paterson
James Wilson
George Mason
The Question of Representation at the 1787 Convention
O’Brien U.S. I
Directions: Read the documents that accompany Activity 2 Reading Set B and write a summary of the
reasons each of the following delegates to the Constitutional Convention of 1787 supported or opposed either
election by the people or election by state legislatures:
Delegate
Roger Sherman
Elbridge Gerry
George Mason
James Wilson
James Madison
Charles Pinckney
John Rutledge (spelled Rutlidge)
Directions: Read the documents that accompany Activity 2 Reading Set C and write a summary of the
reasons each of the following delegates supported or opposed either proportional or equal representation in
Congress:
Delegate
David Brearly
William Paterson (Patterson)
James Wilson
James Madison
The Question of Representation at the 1787 Convention
O’Brien U.S. I
Activity Three: The Connecticut Compromise: “partly national, partly federal”
Directions: As you read each document in this activity (located in the Document Packet); use the following to
record important ideas. We will discuss in class the following day, and you will begin the final assessment.
Document 1: Sherman proposes Connecticut Compromise
Date: 11 June 1787
Analysis (list the significant event(s) or debate(s) that took place on this day):
•
•
•
Document 2: Madison opposes equal representation in the Senate
Date: 19 June 1787
Analysis (list the significant event(s) or debate(s) that took place on this day):
•
•
•
Document 3: Convention compromises on election by state legislatures in the Senate
Date: 25 June 1787
Analysis (list the significant event(s) or debate(s) that took place on this day):
•
•
•
Document 4: Ellsworth revives the Connecticut Compromise Proposal
Date: 29 June 1787
Analysis (list the significant event(s) or debate(s) that took place on this day):
•
•
•
Document 5: Franklin Sums up the Dilemma
Date: 30 June 1787
Analysis (list the significant event(s) or debate(s) that took place on this day):
•
•
•
Document 6: A Compromise Committee is Formed
Date: 2 July 1787
Analysis (list the significant event(s) or debate(s) that took place on this day):
•
•
•
The Question of Representation at the 1787 Convention
Document 7: Mason Accepts the Compromise Proposal
Date: 6 July 1787
Analysis (list the significant event(s) or debate(s) that took place on this day):
•
•
•
Document 8: Debate Over the Compromise Proposal
Date: 14 July 1787
Analysis (list the significant event(s) or debate(s) that took place on this day):
•
•
•
Document 9: Connecticut Compromise Approved
Date: 16 July 1787
Analysis (list the significant event(s) or debate(s) that took place on this day):
•
•
•
O’Brien U.S. I
Assessment
You should now be able to write brief (1-2 paragraph) responses to the following questions:
1. How did the scheme of representation differ between the Articles of Confederation, the Virginia Plan,
the New Jersey Plan, the Hamilton Plan, and the U.S. Constitution (as proposed by the Convention)?
2. What were the arguments of key delegates regarding bicameralism?
3. Why did some delegates support election by the people? Why did others support election by state
legislatures?
4. What were the arguments of key delegates in support of or opposed to proportional representation? Of
equal representation?
5. What led the Convention to finally accept the Connecticut Compromise?